A Study on Metacognitive Strategies in University Writing Instruction

This study aims to analyze the effects of applying metacognitive strategies in university writing education and propose an optimized teaching-learning model based on the findings. Metacognition is a critical cognitive process that helps learners plan, monitor, and regulate their learning process to solve problems effectively. It is particularly essential for fostering self-directed learning abilities and academic thinking. The study examined cases designed to systematically integrate metacognitive skills into the theory-practice combined structure of university writing courses. Key strategies include self-assessment and topic brainstorming during the planning phase, drafting and revising during the monitoring phase, and peer evaluation and reflective journal writing during the evaluation phase. This metacognitive-based approach enhances learners' depth of thought and improves the quality of their writing skills. It also demonstrates applicability beyond academic writing to various academic activities. This study confirms the practical application of metacognitive strategies in liberal education and suggests new directions for learner-centered education.